CRITERIA FOR SPEECH-LANGUAGE REFERRALS
*All concerns must impact academic performance for student to be eligible for services
Articulation/Phonology
*All concerns must impact academic performance for student to be eligible for services
Articulation/Phonology
- Difficult to understand the child’s speech
- Omits certain sounds, particularly initial or final consonants
- Substitutes incorrect sounds such as w for r, beyond 1st or 2nd grade
- Distorts some sounds such as s, sh, ch
- Uses imprecise or sloppy speech
- Student’s speech is not understood by peers &/or adults
- Other Student’s notice and comment on student’s speech
- Shows difficulty in organizing thoughts
- Shows difficulty in recalling common words
- Uses incorrect noun or verb forms, pronoun substitutions such as him for he
- Speaks only in single words, short phrases, or simple sentences beyond kindergarten
- Shows difficulty in comprehending or following directions or more complex instruction
- Difficulty answering “wh” questions
- Lacks of knowledge &/or use of curriculum vocabulary (understanding word meanings)
- Struggles to “find” vocabulary word to use/say
- Uses incorrect word order such as “She takes to lunch school for her.”
- Has difficulty understanding/using many vocabulary words or concepts
- Lack of organizational strategies to plan writing, and include beginning, middle, and end
- Written language difficulty and getting ideas of head onto paper
- Repeats sounds or syllables
- Can’t get some words out
- Speech is not smooth and appears “choppy”; too rapid or too slow
- Appears tense and uncomfortable in speaking situations; avoids oral participation
- Usually weak and can barely be heard in class
- Uses a monotonous voice with very little variation in pitch
- Voice sounds breathy or strained, usually accompanied by frequent use of loud voice
- Sounds husky; hoarse frequently; may appear to experience frequent laryngitis
- Sounds nasal
- Poor conversational skills
- Doesn’t provide sufficient “background” information when relating experiences
- Frequently interrupts others and does not seem to understand rules for verbal “turn-taking”
- Responses are often off topic and struggles in group discussion
- Has difficulty taking another’s perspective
- Weak problem solving skills